Abstract

This article stems from a qualitative inquiry research project that examined the significant experiences of adult educators. For this article we explore the experiences of our faculty educator participants working within the community college context and examine the ways in which their practice connects to faculty development literature. Key insights gleaned from this research highlight both challenges and opportunities that college faculty developers face today. Our findings call for community college leaders and teachers to more effectively explore the ways in which personal, professional, and institutional epistemologies interact in order to better support learning.Keywords: faculty development, qualitative inquiry, community college.

Highlights

  • This article examines and constructs meaning from the experiences of community college faculty developers

  • When we analyzed our data with a focus on our college system participants and their work in faculty development, we found different stories, yet consistent themes in their interviews

  • We focus our analysis on the interrelationship between the identified themes and our participants’ faculty development context

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Summary

Introduction

This article examines and constructs meaning from the experiences of community college faculty developers. We discuss the methodology of our research exploring the personal experience stories of adult educators. We focus on the stories of four college educators involved in faculty development and train-thetrainer programs. We note that the emergent themes connect strongly to adult learning theories; for the purposes of this article, we do not use adult education itself as an analytic lens but examine our themes within a faculty development context. We discuss the implications of our research, concluding that, at both the individual and organizational levels, those truly interested in meeting the educational challenges of the day will more effectively do so if they explore the ways in which personal, professional, and institutional epistemologies interact in order to better support learning

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